the problem of engagement

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A Pedagogy for Engagement: Vicki Hargraves University of Auckland PESA 2014 Deleuze’s transcendental empiricism for engagement at a molecular level Or, On how to fly with bee theory

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A Pedagogy for Engagement:

Vicki Hargraves

University of Auckland

PESA 2014

Deleuze’s transcendental empiricism for engagement at a molecular level Or, On how to fly with bee theory

l i m i ts

• “Magical and creative” (Ministry of Education, 1996, p. 44)

• Become

– “more elaborate and useful”...

– “more widely applicable and have more connecting links” (Ministry of Education, 1996, p. 44)

• Pedagogical techniques:

– Disequilibrium (Lovatt, 2013)

– Scaffolding, mediation (Davis & Peters, 2011)

maps and tracings

Working theories

Increasing creative capacity

Creative thinking

spaces for enlarging

what it is possible

to think

differencevariation

creative interactions & self-development

productive & inventive lives

increased capacity to affect and be affected

life-affirming & capacity-enhancing affects

• Problem of Creative Thinking

• Possible Solutions:

transcendental empiricism & becoming-other, mapping molecularity

striation tracings

opinion

‘The machine makes the pollen then it makes it

into honey. The holes are the honey.’

‘Honey drops the honey into the pollen … then use its tongue to turn the machine on then it turns the pollen into honey.... It drops the honey into the machine. It drips it from its tongue. He carries it in his legs then he puts it on his tongue...

The honey turns it and makes it moosh and turns it into honey. Like I stir my ice cream into ah ah ice cream moosh. When I stir it I moosh it up....You know something … he carries the honey in his arms, then he puts it on his tongue and then drips it the honey into the machine.’

(Peters & Davis, 2011, p.12-3)

J ‘Yes! How many bees live in the hive?’P ‘Ah, maybe two.’J ‘Two bees?’P ‘Yeah [emphatically]. One is the Dad, one is the Mum.’J ‘How many babies do they have.’(P was thoughtful for a while then slowly raised three fingers)PR3 ‘So there are five bees in there if you count the babies.’P ‘One, two, three’ [she raises one finger at a time].

J ‘What happens to the honey after they’ve madethe honey?’

J ‘How do they put them into the jars?’ J ‘Why do they [bee keepers] wear a hat?’” (Peters & Davis,

2011, p. 13).

❶❷❸❹❺

J and PR3 are parent-practitioners in parent-led education service, P is the child

Immanent plane“collective assemblages

rising and falling according to inextricably entangled

fields of force” (Cole, 2012, p. 13)

Non foundational Flux

Creativity Movement

Difference

Creative thought

• composed of local, more supple and diffuse connections

• capable of continual variation

• libidinal and unconscious

• “microentities, processes, creations – tiny things (singularities) that destabilize the perception of a whole” (Jackson, 2010, p. 582)

Striation

Thought as repetition

• opinion (Deleuze & Guattari, 1994)

• “ready made facilitating paths” (Deleuze & Guattari, 1994, p. 49)

• “a more habitual assemblage” (O’Sullivan, 2010, p. 199)

• seductive recourse to easy information

Tracings

Animalia

Chordata

Anthropoda

Insecta

Arachnida

Hymenoptera

Lepidotera

So how do we get back in touch with the multiple molecular intensities and singularities of the teaching and learning event, and loosen the tracings laid over events?

•Forms colonies•Agricultural pollinators•In decline

pollen basket on hind leg

warning colouration

pile: long branched setaeGenus Bombus

proboscis

sting

Possible Solutions:Creative strategies

• Transcendental empiricism (Deleuze, 2006) and becoming-other (Deleuze & Guattari, 1987)

• Mapping (Deleuze & Guattari, 1987)

"Becoming animal, plant, molecular, becoming zero”

(Deleuze & Guattari, 1994, p. 169)

Mapping

links

connections

change

transformations

teachers

children

EC centre & materialityEC centre & materiality

engagement with materiality

ReferencesCole, D. R. (2012). Matter in Motion: The educational materialism of Gilles Deleuze.

Educational Philosophy and Theory, 44, 3-17. doi:10.1111/j.1469-5812.2010.00745.x

Davis, K., & Peters, S. (2011). Moments of wonder, everyday events: Children’s working theories in action. (Summary). Wellington: Teaching and Learning Research Initiative.

Deleuze, G., & Guattari, F. (1987). A thousand plateaus: Capitalism and schizophrenia (B. Massumi Trans.). London, England: Bloomsbury Academic.

Deleuze, G., & Guattari, F. (1994). What is philosophy? (H. Tomlinson, G. Burchell Trans.). New York, NY: Columbia University Press.

Jackson, A. Y. (2010). Deleuze and the girl. International Journal of Qualitative Studies in Education, 23(5), 579-587. doi:10.1080/09518398.2010.500630

Lovatt, D. (2013). Children’s working theories: Invoking disequilibrium. (Unpublished masters' dissertation). University of Auckland, Auckland, NZ.

Ministry of Education. (1996). Te Whāriki: He whaariki maatauranga mo ngaa mokopunao Aotearoa. Wellington, New Zealand: Learning Media.

Peters, S., & Davis, K. (2011). Fostering children's working theories: pedagogic issues and dilemmas in New Zealand. Early Years, 31(1), 5-17. Retrieved from internal-pdf://peters and davies-3977565696/peters and davies.pdf

Attributions

In order of use: Beeinflightfromfront by pdphoto.org [Public domain], via Wikimedia CommonsKloecker Primeur by Ingo Klӧcker [CC-BY-SA-3.0-de (http://creativecommons.org/licenses/by-

sa/3.0/de/deed.en)], via Wikimedia CommonsOld map by Enrique Flouret: https://www.flickr.com/photos/photoshoproadmap/7564212902/Bee designed by Janet Cordahi from the thenounproject.comIce Cream designed by gayatri from the thenounproject.comMaze by Civertan (Own work) [CC-BY-SA-3.0 (http://creativecommons.org/licenses/by-sa/3.0)], via

Wikimedia CommonsHuman brain illustrated with millions of small nerves by Johan Swanepoel, via

https://www.flickr.com/photos/arselectronica/Bumblebee by Xlibber (Bee Uploaded by russavia) [CC-BY-2.0

(http://creativecommons.org/licenses/by/2.0)], via Wikimedia CommonsWolf girl by Daniel Kulinski, via https://www.flickr.com/photos/didmyself/14406667676/https://www.flickr.com/photos/didmyself/14406667676/ Linkedin maps data visualization by Luc Legay,

via https://www.flickr.com/photos/luc,vizWater droplets by SAİT71 (Own work) [CC-BY-SA-3.0 (http://creativecommons.org/licenses/by-sa/3.0)],

via Wikimedia Commons